Generative Retrieval Improves Learning and Retention of Cardiac Anatomy Using Transesophageal Echocardiography

Kleiman, Amanda M.; Forkin, Katherine T.; Bechtel, Allison J.; Collins, Stephen R.; Jennie, Z.; Nemergut, Edward C.; Huffmyer, Julie L.

doi:10.1213/ane.0000000000002004

Cited by 12 publications

(8 citation statements)

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“…Spaced learning was also implemented in simulation settings (n = 24, 23%), generally used to disperse training sessions over time to stimulate clinical skill acquisition. In total 24 studies (23%) were conducted in classrooms and applied to various educational activities, ranging from repeated practice and testing of basic science mechanisms, to clinical scenarios and skill training.…”

Section: Resultsmentioning

confidence: 99%

Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Section: Resultsmentioning

confidence: 99%

Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“…In a previous study, our research group found that generative retrieval was associated with increased retention of normal cardiovascular transesophageal echocardiography (TEE) anatomy in fourth-year medical students and postgraduate year 1 and 2 (PGY-1 and -2) anesthesiology residents (25). Perhaps more importantly, generative retrieval was a time efficient tool to learn TEE anatomy.…”

Section: Introductionmentioning

confidence: 95%

“…Recent advances in memory research suggest that learning involving repeated testing may enhance long-term retention of information and knowledge merely by the practice of retrieval from memory (19,23,25). When learners are encouraged to attempt to recover items from memory (even before being taught the material), they are more likely to retain information compared with those who were asked only to study the given information (28).…”

Section: Introductionmentioning

confidence: 99%

Generative retrieval results in positive academic emotions and long-term retention of cardiovascular anatomy using transthoracic echocardiography

Kleiman

Potter

Bechtel

et al. 2019

Advances in Physiology Education

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With increasing medical knowledge, procedural, and diagnostic skills to learn, it is vital for educators to make the limited amount of teaching time available to students effective and efficient. Generative retrieval is an effective and efficient learning tool, improving long-term retention through the practice of retrieval from memory. Forty medical students were randomized to learn normal cardiovascular anatomy using transthoracic echocardiography video clips in a generative retrieval (GR) or standard practice (SP) group. GR participants were required to verbally identify each unlabeled cardiovascular structure after viewing the video. After answering, participants viewed the correctly labeled video. SP participants viewed the same video clips labeled with the correct cardiovascular structure for the same amount of total time without verbally generating an answer. All participants were tested for intermediate (1-wk), late (1-mo), and long-term (6- to 9-mo) retention of cardiovascular anatomy. Additionally, a three-question survey was incorporated to assess perceptions of the learning method. There was no difference in pretest scores. The GR group demonstrated a trend toward improvement in recall at 1 wk [GR = 74.3 (SD 12.3); SP = 65.4 (SD 16.7); P = 0.10] and 1 mo [GR = 69.9 (SD15.6); SP = 64.3 (SD 15.4); P = 0.33]. At the 6- to 9-mo time point, there was a statistically significant difference in scores [GR = 74.3 (SD 9.9); SP = 65.0 (SD 14.1); P = 0.042]. At nearly every time point, learners had a statistically significantly higher perception of effectiveness, enjoyment, and satisfaction with GR. In addition to improved recall, GR is associated with increased perceptions of effectiveness, enjoyment, and satisfaction, which may lead to increased engagement, time spent studying, and improved retention.

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“…Esta relação entre conhecimentos prévios e conhecimentos novos, que estão sendo construídos, é um aspecto importante. Estudos recentes demonstram que, quando os estudantes ativamente mobilizam conhecimentos prévios relacionados ao conteúdo que está sendo trabalhado inicia-se o processo de reconsolidação da memória, o qual desencadeia uma série de processos neuroquímicos que estimulam a neuroplasticidade sináptica, permitindo o fortalecimento ou ampliação dos conhecimentos do aprendente (SOSA et al, 2018;KLEIMAN et al, 2017;KHOIRIYAH et al, 2015).…”

Section: Múltiplas Representações E Aspectos Da Memóriaunclassified

A neurociência e as múltiplas representações: possíveis convergências para o ensino de ciências

Bica

Carpes

Roehrs

2018

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Resumo: O ensino de ciências pressupõe um conjunto de diferentes símbolos e formas de comunicação, por conta disso, torna-se questionável um esquema educacional baseado num único formato representativo. Conforme apontam programas internacionais de avaliação e as nossas diretrizes curriculares, o processo para aprender ciência envolve um desafio representacional em uma variedade de contextos. Nesse sentido, existe uma linha de investigação da área do ensino de ciências, denominada Múltiplas Representações, que defende a utilização de diferentes formas de comunicação no processo de ensino e aprendizagem. Estudos recentes da neurociência apontam alguns resultados que se inserem nessa perspectiva, relacionando conhecimentos fundamentais das bases neurobiológicas da aprendizagem, da memória, das emoções, sobretudo respeitando a individualidade cognitiva dos alunos. Esse trabalho apresenta pontos de convergência entre referenciais do ensino de ciências e postulados do campo da neurociência, em que ambos podem vir a amparar e contribuir sobre o processo da prática docente no ensino de ciências.Palavras-chave: Neurociência. Múltiplas Representações. Ensino de Ciências. Cognição. Memória. THE CONVERGENCE BETWEEN NEUROSCIENCE AND THE MULTIPLE REPRESENTATIONS FOR SCIENCE TEACHINGAbstract: The teaching of sciences presupposes a set of different symbols and forms of communication. Because of this, it becomes questionable an educational schemed based on a single representative format. As pointed out by international evaluation programs and our curricular guidelines, the process of learning science involves a representational challenge in a variety of contexts. In this sense, there is a line of research in the area of science teaching, denominated multiple representations, which advocate the use of different forms of communication in the teaching and learning process. Recent studies of neuroscience point to some results that fit into this perspective, linking fundamental knowledge of the neurobiological bases of learning, of memory, of emotions, above all respecting the students cognitive individuality. This work presents points of convergence between reference points of science teaching and postulates of neuroscience field, in which both can come to support and contribute to the process of teaching practice in science teaching.Keywords: Neuroscience. Multiple Representations. Science teaching. Cognition. Memory.

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Generative Retrieval Improves Learning and Retention of Cardiac Anatomy Using Transesophageal Echocardiography

Abstract: Medical students and anesthesiology residents inexperienced in the use of TEE showed both improved learning and retention of basic cardiovascular ultrasound anatomy with the incorporation of GR into the educational experience.

Cited by 12 publications

References 10 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

Generative retrieval results in positive academic emotions and long-term retention of cardiovascular anatomy using transthoracic echocardiography

A neurociência e as múltiplas representações: possíveis convergências para o ensino de ciências

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